共查询到20条相似文献，搜索用时 31 毫秒
1.
Annika Lena Hondrich Silke Hertel Katja Adl-Amini Eckhard Klieme 《Assessment in Education: Principles, Policy & Practice》2016,23(3):353-376
The implementation of formative assessment strategies is challenging for teachers. We evaluated teachers’ implementation fidelity of a curriculum-embedded formative assessment programme for primary school science education, investigating both material-supported, direct application and subsequent transfer. Furthermore, the relationship between implementation fidelity and teacher variables was explored. N = 17 German primary school teachers participated in professional development on formative assessment, N = 11 teachers formed a control group. Teachers’ implementation fidelity was evaluated via classroom observations student ratings and an analysis of students’ workbooks, focusing on the frequency and quality of intended formative assessment elements (assessments, feedback and instructional adaptations). Regarding direct application, treatment group teachers’ implementation fidelity was high, with slight variations in quality. Regarding transfer, implementation fidelity was lower but teachers still implemented more formative assessment elements than the control group. Teachers’ pedagogical content knowledge and their evaluation of the formative assessment intervention were associated with implementation success. 相似文献
2.
3.
Educational professionals, including school psychologists, are utilizing extant social media platforms to gather ideas, strategies, and resources to serve students with a variety of needs. The concern about the quality of resources remains a consistent reservation by proponents of adherence to best practices and evidence‐based programs. The present study examined a sample (n = 444) of the most highly shared pins in a random sample of content from followers of the National Association of School Psychologists Pinterest account. The research team conducted content‐coding for tool type, content type, the original source of the materials, and functionality and user‐friendliness. Results indicated that there was a high representation of social‐emotional, autism‐related, and intervention‐related material. Allied professionals (such as teachers) disseminated much of the content that was highly shared. Inferential analysis revealed that there were differential patterns of utility, functionality and content types across various original sources from the internet. 相似文献
4.
Lisa M. Hagermoser Sanetti Melissa A. Collier‐Meek Anna C. J. Long Jisun Kim Thomas R. Kratochwill 《Psychology in the schools》2014,51(8):879-895
Evidence‐based practices within a response‐to‐intervention framework must be implemented with adequate treatment integrity to promote student outcomes. However, research findings indicate educators struggle to implement interventions and logistical considerations may limit the utility of performance feedback, an evidence‐based treatment integrity promotion strategy. This study evaluates the effect of implementation planning, a treatment integrity promotion strategy that includes detailed logistical planning and barrier identification adapted from an adult behavior change theory from heath psychology (i.e., the Health Action Process Approach). A multiple baseline across participants design was used to evaluate teachers’ adherence to a behavior support plan as well as their quality of implementation. Results indicated that after intervention training, adherence was initially low and variable, and quality of implementation was moderate to high and variable, but both adherence and quality increased and became less variable after implementation planning. The increases in implementation were more pronounced for two teachers, whose students also had subsequent improvements in their academic engagement and disruptive behavior. These findings highlight the relationship between adequate levels of treatment integrity and student outcomes as well as provide initial support for implementation planning. 相似文献
5.
This study examined the effect of fidelity of implementation (FOI) on the science achievement gains of third grade students broadly and students with limited literacy in English specifically. The study was conducted in the context of a professional development intervention with elementary school teachers to promote science achievement of ELL students in urban schools. As the criterion for measuring FOI, we focused on the quality of instructional delivery in teaching science to ELL students. We measured FOI using both teachers' self‐reports and classroom observations during the first year of the intervention. Science achievement was measured by a pretest and posttest over the school year. The results indicate that none of the measures of FOI using teachers' self‐reports or classroom observations had significant effects on science achievement gains. The results are discussed in terms of issues about conceptualization and measurement of FOI in educational interventions. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 836–859, 2009 相似文献
6.
Megan Clark Dawn Adams Jacqueline Roberts Marleen Westerveld 《Journal of Research in Special Educational Needs》2020,20(1):38-50
This study investigated the supports and modifications made available to students on the autism spectrum in Australian schools. Teachers rated the importance of several factors in determining the grades of their students and reported on the frequency of student engagement with a range of instructional materials. Eighty‐seven teachers identified the modifications, accommodations and additional assistance provide to primary school students on the autism spectrum. Teachers also compared the frequency of class engagement and methods of evaluating outcomes for students with and without autism. A range of modifications and adjustments were implemented to support students on the spectrum. There were no significant differences in the frequency of instructional material use of students on the autism spectrum compared to their classmates. However, teachers did report differences in their methods of determining the grades of their students with and without autism. This is an important first step in understanding the experiences of teachers who are educating students on the autism spectrum in Australian schools. The findings reveal that teachers are working to support the diverse learning needs of their students on the autism spectrum. Further investigation of the factors that are driving teachers’ use of school‐based supports is warranted. 相似文献
7.
Promoting teachers’ implementation of culturally and contextually relevant class‐wide behavior plans 
下载免费PDF全文
下载免费PDF全文 Lindsay M. Fallon Sadie C. Cathcart Emily R. DeFouw Breda V. O'Keeffe George Sugai 《Psychology in the schools》2018,55(3):278-294
Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context. This framework applies to supporting students’ learning and behavior across settings, particularly in the classroom. To bridge existing gaps between theory and practice, this empirical study sought to evaluate whether teachers who self‐assessed their own use of culturally and contextually relevant practices would implement a class‐wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self‐assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. Additionally, students tended to display slightly higher rates of academic engagement upon consistent implementation of the plan. 相似文献
8.
Jennifer H. Green Rebecca E. Passarelli Mills K. Smith‐Millman Keshia Wagers Anne E. Kalomiris Madeline N. Scott 《Psychology in the schools》2019,56(1):109-125
Clinicians and training programs strive to implement evidence‐based practices and manualized treatments with fidelity. However, the constraints of a local setting may limit the extent to which this is possible. In the current study, an adapted model of an evidence‐based social–emotional learning small group curriculum, the Incredible Years Children’s Small Group Training Series (Webster‐Stratton, 2004), was implemented and evaluated in an elementary school setting. Results of the study demonstrated statistically significant decreases in problem behaviors and intensity of problem behaviors, as rated by teachers. Teachers also reported improvement in classroom behavior, emotion regulation, problem‐solving, and friendship skills, as well as a high overall level of satisfaction with the intervention itself. Discussion of the results includes a review of the strengths and limitations associated with outcome research in a naturalistic setting, suggestions to consider when adapting evidence‐based programs, and recommendations for future research. 相似文献
9.
Christine Grima‐Farrell 《Support for Learning》2014,29(4):370-393
The knowledge and practices associated with improved outcomes for readers have yielded converging evidence about practices associated with improved reading outcomes for primary students. This considerable intervention knowledge can be beneficial for English teachers working with struggling secondary readers. Fluency is one critical element that becomes increasingly important for many older students with reading difficulties as they strive to read large quantities of text written at challenging levels, with sufficient speed, accuracy and understanding to keep up with class content and demands. This objective‐orientated evaluation study examined the effects of Curriculum‐Based Measurement of Oral Reading (CBM‐R), a prevention‐orientated approach designed to identify readers at risk of not achieving adequate outcomes, on 94 second‐grade students from a primary school in New South Wales, Australia. Results indicate that teachers found CBM‐R to be a reliable and easily implemented prevention‐orientated system, which has the capacity to raise awareness of fluency abilities to guide differentiated practice and reduce the risk of failure in English. 相似文献
10.
The lack of effective training and an inability to maintain fidelity are two major barriers to implementing evidence-based practices in schools. This study examined the level of implementation of evidence-based practices by teachers after they participated in a unique training program aimed at enhancing the use of evidence-based practices. The results indicate that five months posttraining, 62% of the evidence-based strategies had been implemented and these levels were maintained 13-months posttraining. While the level of exposure to students of the evidence-based practices was low, significant longitudinal improvements in reading and levels of inclusion were documented. 相似文献
11.
Sterling Stauffer Melissa Allen Heath Sarah Marie Coyne Scott Ferrin 《Psychology in the schools》2012,49(4):352-367
Recent meta‐analyses indicate that bully prevention programs produce minimal change in student behavior. This study examined 66 high school teachers' perceptions regarding the effect of cyberbullying on students, which intervening strategies teachers would use when dealing with cyberbullying, and which prevention strategies would assist in preventing cyberbullying. Almost one fourth of teachers indicated cyberbullying does not have long‐lasting negative effects and that cyberbullying “prepares students for life.” Fewer than half of teachers favored implementing a formal cyberbully prevention program. Teachers perceived the following strategies as most helpful in addressing cyberbullying: increasing parental involvement, warning students about consequences for cyberbullying, and increasing consequences for cyberbullying. School administrators should consider teachers' perceptions before implementing prevention programs that target cyberbullying. Additionally, strategies should consider fostering greater teacher buy‐in, thus improving intervention fidelity and creating a unified effort focused on decreasing student cyberbullying. © 2012 Wiley Periodicals, Inc. 相似文献
12.
The use of visual schedules and work systems to increase the on‐task behaviour of students on the autism spectrum in mainstream classrooms 下载免费PDF全文
下载免费PDF全文 Libby Macdonald David Trembath Jill Ashburner Debra Costley Deb Keen 《Journal of Research in Special Educational Needs》2018,18(4):254-266
Apparent differences in executive function can lead to challenges for students on the autism spectrum in mainstream settings. Difficulties with staying on‐task and transitioning between tasks and task elements can interfere with students’ participation in educational activities and lead to stress and anxiety. While the use of visual supports, such as visual schedules and work systems, has been shown to be effective in supporting students to stay on‐task in special education and autism‐specific settings, there is little research to support the use of these strategies by teachers in mainstream classrooms. This study evaluated the use of visual schedules and work systems in supporting four students on the autism spectrum to stay on‐task and work independently in a mainstream setting. These strategies were implemented by teachers as inclusive practices, and evaluated using observations within the natural classroom environment to examine their feasibility in mainstream settings. All participants demonstrated improvements in on‐task behaviours. Results for other, secondary, dependent variables were mixed, with some students showing reduced off‐task behaviours and increased productivity. The implications for clinical practice and future research directions are discussed. 相似文献
13.
14.
The purpose of this article is to offer teacher training and professional development recommendations in mathematics based on the findings of a federally funded 3‐year intervention study that improved the problem solving of middle school students with a focus on students with learning disabilities. Over the 3‐year project, 29 seventh and eighth grade teachers implemented a problem‐solving intervention based on cognitive strategy instruction. Though the intervention was successful in improving students’ problem‐solving performance, several issues related to teaching effectiveness and teacher training came to light. The article will: (1) describe the intervention and its implementation, (2) present the findings of the study, and (3) discuss the issues of effectiveness and possible solutions via teacher education and professional development. 相似文献
15.
This study examined teachers’ and students’ initial conceptions of computer-based models—Flash and NetLogo models—and documented how teachers and students reconciled notions of multiple representations featuring macroscopic, submicroscopic and symbolic representations prior to actual intervention in eight high school chemistry classrooms. Individual in-depth interviews were conducted with 32 students and 6 teachers. Findings revealed an interplay of complex factors that functioned as opportunities and obstacles in the implementation of technologies in science classrooms. Students revealed preferences for the Flash models as opposed to the open-ended NetLogo models. Altogether, due to lack of content and modeling background knowledge, students experienced difficulties articulating coherent and blended understandings of multiple representations. Concurrently, while the aesthetic and interactive features of the models were of great value, they did not sustain students’ initial curiosity and opportunities to improve understandings about chemistry phenomena. Most teachers recognized direct alignment of the Flash model with their existing curriculum; however, the benefits were relegated to existing procedural and passive classroom practices. The findings have implications for pedagogical approaches that address the implementation of computer-based models, function of models, models as multiple representations and the role of background knowledge and cognitive load, and the role of teacher vision and classroom practices. 相似文献
16.
Barry L. McCurdy Lisa Thomas Adrea Truckenmiller Sara House Rich Patricia Hillis‐Clark Juan Carlos Lopez 《Psychology in the schools》2016,53(4):375-389
This investigation employed a participatory action research method involving school psychology consultants and educators to design and evaluate the impact of school‐wide positive behavioral interventions and supports in a self‐contained school serving students with emotional and behavioral disorders. The traditional practices of a universal system, including teaching and acknowledging expected behaviors and responding to disruptive behaviors, were adapted to better accommodate the needs of a more challenging student population. In addition, system‐wide practices, including various teaming and professional development strategies, were instituted to promote sustainability. Results, after implementation of Tier 1, showed reductions in the frequency of discipline referrals and the number of emergency safety interventions, with a sustained impact across the next 3 years. Limitations included the lack of experimental control in evaluating the intervention. Discussion includes recommendations for an expanded role for school psychologists in promoting evidence‐based practices for high‐risk student populations. 相似文献
17.
Autism spectrum disorder assessment and evaluation research in 10 school psychology journals from 2007 to 2017 下载免费PDF全文
下载免费PDF全文 Maryellen Brunson McClain Tiffany L. Otero Cassity R. Haverkamp Fiona Molsberry 《Psychology in the schools》2018,55(6):661-679
School psychologists are increasingly engaged in service provisions for students eligible for special education services under the eligibility category of autism, including conducting school‐based assessments and evaluations. Evaluations occur for a variety of reasons such as special education eligibility decision‐making, treatment and intervention planning, and progress monitoring. Publications in school psychology journals emphasizing autism spectrum disorder (ASD) assessment and evaluation are vital to quality training and practitioner utilization of quality practices. In the current study, researchers conducted a systematic review of publicaftions in 10 school psychology journals from 2007 to 2017 to assess the current state of ASD assessment and evaluation research in the field of school psychology. Implications for researchers, trainers, and practitioners are discussed. 相似文献
18.
《Journal of research on educational effectiveness》2013,6(2):89-119
Abstract This study used a randomized field trial design to evaluate the efficacy of a research-based model for scaling up an intervention focused on preschool mathematics. Although the successes of research-based educational practices have been documented, equally well known is the paucity of successful efforts to bring these practices to scale. The same research corpus provides guidelines to scale up successful interventions. We designed an intervention model based on that research, including mathematics curricula with an emphasis on teaching for understanding following developmental guidelines, or learning trajectories, and using technology at multiple levels. We then implemented that model and evaluated the implementation with a limited scale up study. Within a design involving 25 classrooms serving children at risk for later school failure, we examined the impact of the model, using measures of fidelity of implementation, classroom observations of mathematics environment and teaching, and child outcomes. High levels of fidelity of implementation resulted in consistently higher scores in the intervention, compared to control, classes on the observation instrument and significantly and substantially greater gains in children's mathematics achievement in the intervention, compared to the control, children (effect size = .62). 相似文献
19.
Since the original Pygmalion study, there have been very few interventions in the teacher expectation field and none that have been randomized control trials designed to change teacher practices to reflect those of high expectation teachers. The current study was designed to address this gap in the literature. Teachers (N = 84) were randomly assigned to either intervention or control groups. Those in the intervention group attended four workshops at which were presented the instructional strategies and practices of high expectation teachers. At each workshop, the intervention group planned changed practices to introduce to their classrooms modelled on the behaviours of high expectation teachers. The researchers visited the teachers on three further occasions to ensure fidelity of the implementation. Students in the classes of the intervention group teachers significantly improved their mathematics achievement over one year, showing a rate of improvement beyond that shown by the students of the control group teachers. Teachers reported high levels of satisfaction with their changed practices and overall, there was a demonstrable degree of integrity in the implementation of the intervention as measured by the researchers. Practical guidelines in relation to the intervention and future directions of the project are included. 相似文献
20.
Janine P. Stichter Melissa J. Herzog Sarah A. Owens Emily Malugen 《Psychology in the schools》2016,53(6):583-600
Despite the movement toward identification of evidence‐based practices (EBPs), there is a discrepancy in the availability of school‐based EBPs targeting the unique needs of students with high functioning forms of autism and related social needs. Based on calls for systematic intervention development and evaluation processes, the current study describes the manualization, feasibility, and effectiveness testing of the school‐based Social Competence Intervention for Adolescents (SCI‐A) curriculum. School personnel were trained to implement SCI‐A to a targeted student population. Fidelity and social validity data indicated curriculum feasibility and acceptability within secondary school settings. Student social functioning, executive functioning, and theory of mind demonstrated postintervention gains with moderate effect sizes. Results are promising for SCI‐A's continued positive trajectory within the phases of EBP evaluation research. Challenges for intervention effectiveness testing within schools and future considerations for evaluating EBPs are discussed. 相似文献